2022/24959 - Engaged with any faith communities, organisations or denominations
REQUEST
I would like information on the following:
- Has Gwent Police interacted or engaged with any faith communities, organisations or denominations in relation to preaching and teaching in situations where the subject matter may potentially engage the criminal law?
- If such engagement or interaction has happened, what was the outcome?
- If no such engagement or interaction has taken place, is there any intention on the part of Gwent Police to progress such matters?
- Does Gwent Police have specific policy or recommended best practice in dealing with issues where religion or faith may be perceived to intersect with the criminal law?
- What is the threshold used by operational and investigating officers in determining whether or not a verbal exchange ought to be classified as a hate crime rather than the exercise of free speech?
- What training do officers and staff receive in navigating the territory covered by human rights, religion and criminal justice?
RESPONSE
- Has Gwent Police interacted or engaged with any faith communities, organisations or denominations in relation to preaching and teaching in situations where the subject matter may potentially engage the criminal law? No
- If such engagement or interaction has happened, what was the outcome?
N/A
- If no such engagement or interaction has taken place, is there any intention on the part of Gwent Police to progress such matters?
No.
- Does Gwent Police have specific policy or recommended best practice in dealing with issues where religion or faith may be perceived to intersect with the criminal law?
There is no specific policy for religious belief or faith, but this is referred to in the Hate Crime Policy attached.
- What is the threshold used by operational and investigating officers in determining whether or not a verbal exchange ought to be classified as a hate crime rather than the exercise of free speech?
The organisation does not have its own threshold for Hate Crimes. Operational and Investigative staff should be working within the confines of the legislation as outlined below.
The law recognises five types of hate crime on the basis of:
Race
Religion
Disability
Sexual orientation
Transgender identity
Any crime can be prosecuted as a hate crime if the offender has either:
demonstrated hostility based on race, religion, disability, sexual orientation or transgender identity
Or
been motivated by hostility based on race, religion, disability, sexual orientation or transgender identity Someone can be a victim of more than one type of hate crime.
These crimes are covered by legislation (Crime and Disorder Act 1998 and section 66 of the Sentencing Act 2020) which allows prosecutors to apply for an uplift in sentence for those convicted of a hate crime.
The police and the CPS have agreed the following definition for identifying and flagging hate crimes:
"Any criminal offence which is perceived by the victim or any other person, to be motivated by hostility or prejudice, based on a person's disability or perceived disability; race or perceived race; or religion or perceived religion; or sexual orientation or perceived sexual orientation or transgender identity or perceived transgender identity."
There is no legal definition of hostility so we use the everyday understanding of the word which includes ill-will, spite, contempt, prejudice, unfriendliness, antagonism, resentment and dislike.
- What training do officers and staff receive in navigating the territory covered by human rights, religion and criminal justice?
In relation to question 6 we have detailed the Aims and Objectives of the core lessons covering the areas requested although these are often re-visited in other lessons also:
Human Rights –
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OBJECTIVES: By the end of the lesson learners will be able to:
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ASSESSMENT ACTIVITIES (Linked to objectives)
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Objective 1: Activity 1, Q&A, discussion Objective 2: Activity 1, Q&A, discussion Objective 3: Q&A, discussion
Objective 4: Q&A, discussion
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Religion
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LESSON TITLE:
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Hate Crime and Racially & Religiously Aggravated Offences |
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LESSION AIM:
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To develop students understanding of Hate Crime and Racially & Religiously Aggravated offences and the impact on victims and communities.
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OBJECTIVES: By the end of the lesson learners will be able to:
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ASSESSMENT ACTIVITIES (Linked to objectives)
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Blended Assessment Activities (linked to Objectives) |
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Objective 1 Q&A
Objective 2 Activities 1 & 2, Q&A
Objective 3 Activity 3
Objective 4 Q&A
Objective5 Activity 4, Q&A
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Obj 1: - Paper Knowledge Check Obj 2: - Paper Knowledge Check & Skype Follow- up
Obj 3: - Case Study Inbuilt in Panopto & Skype follow- up Obj 4: - Paper Knowledge Check Obj 5: - Paper Knowledge Check
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COLLEGE OF POLICING LEARNING OUTCOMES
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1. Explain the personal aspect of vulnerability and understand how extrinsic factors can result in harm or risk of harm to a vulnerable person. 2. Explain key considerations when responding to and supporting a person who may be vulnerable. 3. Take appropriate initial action when dealing with a person who is, or may be, vulnerable 4. Explain key definitions, legislation and guidance associated with public protection policing 5. Understand the impact of abuse on a victim 6. Take appropriate initial actions when responding to a public protection incident 7. Examine the importance of taking a multi-agency approach to public protection incidents
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LESSON TITLE:
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Valuing Difference and Inclusion |
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GROUP/CLASS:
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Initial Learning (PCDA/DHEP students) |
DURATION OF LESSON:
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345 mins (1 day) |
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LESSION AIM:
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Understand and apply core principles of ethics, equality, diversity and human rights in professional policing
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OBJECTIVES: By the end of the lesson learners will be able to:
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ASSESSMENT ACTIVITIES (Linked to objectives)
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Blended Assessment Activities (linked to Objectives) |
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1. Define terms such as 'ethics', 'diversity', 'equality', 'human rights', 'bias', 'prejudice', 'discrimination' and 'stereotyping' 2. Evaluate the impact of being a victim of bias, prejudice, discrimination or stereotyping |
Objective 1: Activity 1, Q&A, discussion, Quiz
Objective 2: Q&A
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Criminal Justice
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LESSON TITLE:
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Criminal Justice Initial Introduction |
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GROUP/CLASS:
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Initial Learning (PCDA/DHEP students) |
DURATION OF LESSON:
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90 mins |
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LESSION AIM:
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To develop students understanding of the criminal justice system and the legislation and processes that support it
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OBJECTIVES: By the end of the lesson learners will be able to:
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ASSESSMENT ACTIVITIES (Linked to objectives)
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Blended assessment Activities (linked to Objectives) |
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Criminal Justice
Conducting Investigations
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Objective 1: Activity 1, Q&A
Objective 2: Activity 1, Q&A
Objective 3: Activity 2, Q&A
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LESSON TITLE:
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Crime Reporting and Recording |
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GROUP/CLASS:
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Initial Learning (PCDA/DHEP students) |
DURATION OF LESSON:
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165 mins |
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LESSION AIM:
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To develop students understanding the process for the ethical recording of policing incidents
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OBJECTIVES: By the end of the lesson learners will be able to:
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ASSESSMENT ACTIVITIES (Linked to objectives)
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Blended Assessment Activities (linked to Objectives) |
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Objective 1: Activity 1, Q&A
Objective 2: Q&A
Objective 3: Q & A Objective 4: Q & A
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LESSON TITLE:
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Criminal Justice – Victims and Witnesses
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GROUP/CLASS:
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Initial Learning (PCDA/DHEP students) |
DURATION OF LESSON:
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180 mins |
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LESSION AIM:
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Explain police responsibilities and procedures to support victims and witnesses |
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OBJECTIVES: By the end of the lesson learners will be able to:
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ASSESSMENT ACTIVITIES (Linked to objectives)
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Objective 1: Board blast 1, 2 & 3
Objective 2: Q&A
Objective 3: Q&A
Objective 4: Group work, Board blast 4 & 5, discussion, Q&A |
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COLLEGE OF POLICING LEARNING OUTCOMES
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1.1 Key legislation, codes of practice, guidance and policies when dealing with victims and witnesses: •The Youth Justice and Criminal Evidence Act 1999 • Code of Practice for Victims of Crime 2015 (the Victims’ Code) • The Witness Charter • Achieving Best Evidence 2011 • Criminal Procedures Rules
1.2 Ensuring victims and witnesses are dealt with fairly, with respect and in an ethical and non-biased manner: • The Code of Ethics • Procedural justice 1.5 Impact of proceedings on victims and witnesses (or families) • Coronial processes • Family court proceedings 2.1 Key terms associated with victims and witnesses • Difference between victim and complainant • Victimisation • Poly-victimisation • Repeat victimisation 2.2 Range of psychological effects on victim and witness behaviour: • Denial, detachment, anxiety, panic, irritability, minimisation, avoidance, withdrawal, loss of memory, disorientation, confusion etc. 2.3 Impact of re-victimisation on victims and witnesses where they are not dealt with appropriately from the outset of an investigation 5.3 Take an initial account from victims and witnesses • The details required • Taking victims and witnesses concerns seriously 5.4 Strategies to safeguard, manage risk and refer the victim care to appropriate specialist agencies/service providers: • Victim support • Hate crime support • Independent domestic abuse advisors 5.6 Continuity in dealing with victims and witnesses • Safety • Protection
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In addition to the above lessons on criminal justice, the following main areas are covered:
Arrests, cautions, Significant statements
Utilising Police powers of arrest
Case file preparation and disclosure
Court Awareness and giving evidence
Crime reporting and recording
Restorative justice
Charging standards